Transcript Syllabus P140C (68530) Cognitive Science

Memory II
Reconstructive Memory
Forgetting
Observe this crime scene
Memory & Gist
• Memory is better for meaningful significant features than
for details of language or perception
 gist is remembered better than detail
What does a penny look like?
Reconstructive nature of memory
• Memory is often side-effect of comprehension
– details can be filled in or reconstructed at retrieval
time
• Constructive approach to memory:
– Memory = actual events + knowledge, experiences,
expectations
Verbal labels can distort visual memories
Carmichael, Hogan, & Walter (1932)
Remembering Objects from a Graduate Office
chair
desk
skull
books
(30% of subjects falsely
remember books)
Brewer & Treyens (1981)
Misinformation Effect
• Memory for event can be influenced by information given
after the event
Misinformation: “Did another car pass the
red datsun while it was stopped at the stop
sign?
Studied scene
Elizabeth Loftus
Reconstructed memory
Explaining Misinformation Effect
• Three hypotheses
– Overwriting
• misleading information alters the memory trace
– Source confusion / Misattribution
• Perhaps the memory of the question is confused
with the memory of the visual scene
– Misinformation acceptance
• Ss. believe the information in the postevent is true
because questioner is a person of authority
Overwriting Hypothesis seems unlikely
• McCloskey and Zaragoza (1985)
• See event: yield sign
• Receive misinformation, “as the car passed the...”
misleading:
“...stop sign?”
nonmisleading:
“...yield sign?”
• Forced choice test:
yield sign OR stop sign  35% drop in accuracy for
misleading information
yield sign OR no U-turn  no difference in accuracy
for misleading information
(both groups much higher
than chance)
Relevance to Criminal Justice System
• most obvious case
– crime
 study
– picture of suspect (mugshot)
 misinformation
– Lineup
 test
• Eyewitness may recognize suspect from mugshot, not from
crime scene.
• Conclusions:
– Do not let potential witnesses see suspects.
– Interrogate without asking leading questions
Traditional Lineup
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2
3
4
5
6
7
8
Identify the person you saw earlier in the slides
Issues with lineups
• Faulty eyewitness testimony is the single largest factor
leading to false convictions (Wells, 1993)
• Big problem:
– Eyewitnesses often assume perpetrator is in lineup
Improved Lineup: Sequential Presentation
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2
3
4
5
6
7
8
Unbalanced lineups
• Problem:
• If distractors do not
resemble the real perp,
the one who comes
closest may be picked.
• Solution:
– All distractor items
need to fit description
given by witness and
be sufficiently diverse
– No individual should
stand out
Improving lineups:
adding distinctive features to foils if target has
distinctive feature
Zarkadi, Wade and Stewart (2009)
Biased Lineup?
(A)
(D)
46%
(B)
(C)
(E)
(F)
(from Geoff Loftus)
Recovery of Lost Memories?
• Several lawsuits have relied on eyewitness testimony of
repressed memories. These memories were “recovered”
by family member or therapist
• Claim: repression follows stress, but repressed material
can be returned to consciousness with the removal of
stress (e.g., Zeller, 1950, 1951; Merrill, 1954)
• Problem:
• Are these repressed memories or false memories
(based on misinformation)?
Recovered memory vs. False Memory
• How do we know whether repressed memories are
accurate? Hard to falsify
• In some cases, traumatic information is misremembered
or simply “made up”
– Loftus has been involved in many cases
– Points out problems of
• hypnosis
• suggestive questioning
• dream interpretations
Elizabeth Loftus
Can false memories be implanted?
You, your mom, and your brother went to
Kmart. You were 5 years old. Your mom
gave each of you some money to get a
blueberry Icecream. You ran ahead to get
into the line first, and lost your way in the
store. Your mom found you crying to an
elderly woman.
Loftus and Pickrell (1995)
Loftus and Pickrell (1995)
False Memory in the Lab
• Deese, Roediger, McDermott paradigm
• Study the following words
SLUMBER
BLANKET
DROWSY
SNOOZE
DREAM
SNORE
AWAKE
PEACE
TIRED
WAKE
YAWN
DOZE
REST
BED
NAP
• Recall test ....
• Recognition memory test
Use ratings 1) sure new 2) probably new 3) probably old
4) sure old
• TEST:
COFFEE
SNORE
SLEEP
REST
Results
• Critical lures (“sleep”) are words not presented but
similar to studied words. These words are often falsely
recalled (sleep: 61% of Ss.)
• Recognition memory results
proportion of items classified with confidence levels:
confidence rating
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3
2
1
studied items
not studied
unrelated
critical lure
.75
.11
.09
.05
(e.g. “REST”)
.00
.58
.02
.26
.18
.08
.80
.08
(e.g. “COFFEE”)
(e.g. “SLEEP”)
Accuracy and Confidence
• False memory experiment shows sometimes confidence
is high while accuracy is low
Accuracy and Confidence
• Eyewitness testimony requires accuracy and confidence
– “eyewitness testimony is likely to be believed by
jurors, especially when it is offered with a high level of
confidence” (Loftus, 1979)
– That's him! I'm absolutely positive! I'll never forget that
face as long as I live!”
– Confidence ≠ Accuracy
(Wells & Bradfield,1999; Loftus & Busey)
Forgetting
Forgetting Functions
Forgetting over time as indexed by reduced savings.
Ebbinghaus (1885-1913)
Reminiscence Bump
Enhanced memory for (episodic and semantic) facts of
adolescence & young adulthood.
Schrauf & Rubin (1998)
Reminiscence Bump
One explanation for
reminiscence bump:
encoding is better in
periods of rapid change,
followed by relative
stability.
Evidence from those who
emigrated to the US after
young adulthood
indicates reminiscence
bump is shifted
Schrauf & Rubin (1998)
Is there a purpose of forgetting?
• Why (should) we have Bad Memory?
– Luria (1975): Shereshevskii’s ‘virtually limitless’
memory
– could not forget irrelevant details
– bad at inductive reasoning (‘filling in the blanks’)
• Computational level explanations for forgetting
– Anderson & Schooler (1991):
– It is efficient for our memory system to make recent
and frequent memories more readily accessible
Algorithmic level explanations of forgetting
• Decay
– Memories just fade and disappear (difficult to test this)
• Interference
– Memory is still there but we can’t retrieve it
– newer memories interfere with older memories  Blocking
• Suppression & Repression
 controversial (!)
Example
• You call a friend, but realize you need an older phone
number that you have not used for a while. With effort,
you recall the correct old phone number
FRIEND
NEW PHONE
NUMBER
OLD PHONE
NUMBER
Blocking
• One explanation: The old number is blocked by the new
association
FRIEND
NEW PHONE
NUMBER
OLD PHONE
NUMBER
Retrieval Induced Forgetting
• An alternative explanation for the problem of retrieving
the old phone number is that the old memory has been
suppressed because the new phone number was
retrieved  retrieval induced forgetting
FRIEND
NEW PHONE
NUMBER
OLD PHONE
NUMBER
(the old phone number memory
has been weakened)
Blocking or Suppression?
• Blocking would predict that using a new cue would
remove blocking effect. Suppression would predict the
memory cannot be accessed with a new cue either
FRIEND
NEW PHONE
NUMBER
OTHER MEMORY CUES
OLD PHONE
NUMBER
Blocking or Suppression?
 Anderson & Green show that other memory cues are not
effective either and argue for suppression
FRIEND
NEW PHONE
NUMBER
OTHER MEMORY CUES
OLD PHONE
NUMBER
Inhibitory processes in memory?
•
Suppression is an example of an inhibitory
process
•
Can we actively inhibit or suppress our memories?
How would that work?
•
Note: many memory researchers do not buy into
concept of suppression of memories. More
research needs to be done